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About The Rimrock Echo (Billings, Mont.) 1930-1943 | View This Issue
The Rimrock Echo (Billings, Mont.), 06 April 1930, located at <http://montananewspapers.org/lccn/TheRimrockEcho/1930-04-06/ed-1/seq-2/>, image provided by MONTANA NEWSPAPERS, Montana Historical Society, Helena, Montana.
A CLEAN SLATE March 23 marked the beginning of a new quarter in the Eastern Montana Normal School. This is always good news to most students, especially to those whose grades weren't quite \up to snuff\ last quarter. It gives them a new slate on which to make a better record. Do you remember those resolutions made in January—\Study before pleasure\; \Keep up on all assignments\; \Get work in on time\? Now is the time to make good those resolutions. Perhaps your grade points have fallen behind; here is your oppor- tunity to cacth up and get ahead. Attack that list of required reading with a will; put a few A's and B's where the C's and D's stood last term. .Ake the most of that clean slate. Students Say What's What of honesty, cooperation, ability, and mentality. Let us try to carry on that reputation and not let it fall. Follow through!—Orvilla Jones. Any student that lacks self re- spect enough to take books out of our library without signing for them certainly should never go out into the teaching field.—Lawrence Aber. A cheater cheats himself most of all. A student taking a book without leave and keeping it in- definitely cheats others by depriv- ing them of the use of the book. In a mistaken idea of self-protec- tion, the cheated student is apt to retaliate by taking the first desir- able book he can lay hands upon. Thus the cheater loses, the student stimulated to follow his example loses, and the rest of the student body, innocent bystanders — suffer from the acts of both.—Catherine Clark . It seems a very small offense to steal a book. Yet our education in school has to do with knowledge found in books; so when a book is stolen from the library, all students are deprived of worthwhile knowl- edge.—Evelyn Rhodes. the board of education as soon as funds are made available through the sale of bonds . From the sum of $3,000,000.00 derived from the bond issue 33, $2,020,000.00 was allotted for build- ing purposes at the fourteen state institutions and $980,000.00 was re- tained in case of construction emer- gencies in these fourteen institu- tions. As a result of appropriations for operating expenses the six units of the university will receive $1,104,- 867.00 plus any amount received from other funds, such as student fees, land grants and endowments. The Northern Montana School at Havre will receive $46,792.00 plus other funds; the Eastern Montana Normal in connection with the Miles City Regional Normal $79,- 835.00 plus the approximate amount of $12,000.00 from student fees, which is the only source of other funds; the Montana Normal at Dil- lon $81,250.00 plus the amount re- ceived from student fees and ap- proximately $30,000.00 from land rentals as given under the Enabling Act. Some students suppose that there are no accepted principles in our school. \You can do whatever you can get away with,\ is their belief. Now, I ask you, \What kind of teachers shall we be if we practice this type of honesty?\ —William Pentilla. Students, where is your sense of fairness to yourself and to the oth- ers of E. M. N .S.? When you take a book from the library without properly checking it out, don't you realize that you are not only break- ing down your own character but are also taking away the other people's chance to do the work to the best of their ability?—'Garnet Curley. When we teach school in the next few years, shall we teach our pupils to take books without per- mission? No—we shall do the exact opposite. Why not practice what we will preach and sign up for the books that we take from the li- brary?—Leola McKittrick. Our school has always had a rep- uation for possessing a high degree STUDENT OPINION Eastern Montana Normal School will receive $232,500.00 for the con- struction of a building as a result of the action of the legislature in allocating the funds to be derived from the three million dollar bond issue authorized by the passage of referred measure thirty-three. The school will also receive $79,835.00 for operating expenses under the university millage fund provided for in referred measure 34. After an extensive study of needs the state board of education rec- ommended $600,000.00 as a satisfac- tory amount for our building re- quirements. This sum would have allowed for a main building with thirty class rooms and a teacher training school, a physical educa- tion plant, an auditorium, and a library. After consideration by the legis- lature, the final rearrangement of construction funds allocated $232,- 500.00 for the purpose of building one administrative and instruction- al building. No more than 5% of this sum may be used for improve- ment of grounds and approaches. Construction will be pushed by $232,000 FOR NORMAL FROM THE BOND ISSUE 2 THE RIMROCK ECHO THE1RIMROCK ECHO Published by EASTERN MONTANA NORMAL SCHOOL at BILLINGS, MONTANA student Editors Evelyn Rhodes, Hazel Trescott, Gladys Wagner Staff Class in Advanced Composition Faculty Adviser Mary J. Meek Assistants—John Abrahamson, Ethelyn Allen, Edna Brockway, Gertrude Daniels, Ella Dunlap, Florence Hansen, Marion Hazelton, Nettie Jen- sen, Pearl Young. EDITORIALS THE JOY OF WRITING The talk of Mr. Ellsworth on the \Joys of Writing\ offered much food for thought to students interested in learning to write. \To have to do with books is the best occupation in the world,\ said Mr. Ellsworth. According to Mr .Ellsworth, the average age at which a person writes prose successfully is about thirty, while the average age for poetry he places at twenty-five years. Prof. John Erskine, noted for his impressive language, has been quoted as saying, \Give me the right word and accent, and I'll move the world.\ Conrad stated that he who wants to persuade should put his trust in words, not in facts. Mr. Ellsworth spoke of Mark Twain as being a highly interesting man. His keen imagination often led him to decorate the truth, but he was no liar. Mr. Twain once said of himself, \When I was young I could remember everything, whether it happened or not; but now that I am old I merely remember those things that never happened.\ Mr. Ellsworth speculated on the possibility of colleges developing literary skill as musical skill has been developed in conservatories. He said, \College will give you an education, but will not make a writer of you.\ Of fifty-nine foremost American authors, it has been found that twenty-eight of them attended college, while thirty-one did not. Genius is required in a writer, but not even genius can take the place of a conscious effort to practice writing well. Colleges may aid in supplying technique, but we learn by writing; we do not write by learning. The best advice for practice in writing is to keep an \uncom- monplace book,\ and let no day pass without jotting down at least a line in it. \No day without a line\ should be the motto. THE USE OF THE BULLETIN BOARD Often when reading the bulletin board, we wonder if some students know its proper use? The bulletin board is the school's means of communicating with the students. It is an official board, and no material is posted until the office has first placed its O.K. on the notice. Why, then, do some students insist upon writing frivolous comments on the notices? Teachers are always held up as an example in a school, but with some of our standards our example would not be desirable. Do not forget there are many high school pupils in our building as well as adults who will read our bulletin board and see the marks which some person thought were funny. Therefore, if in the future someone posts a notice, let us remember it is his property and it is not our privilege to write comments or funny sayings on it. WHAT IS HONESTY? Students, would you take money from a fellow student's purse? Would you appropriate the sterling silver in a home where you were a guest? If you did do such things, would you be willing to admit the deed to your friends? Surely not. It is a queer attitude that many students have about taking books. As soon as a need for a certain book is created by a class assignment that book is very likely to disappear from the library. No vigilance on the part of the library force can cope with the situation. Only a sense of honor among the students can cure the evil. Only when the theft of a book from the library is put on a par with the theft of three or five dollars from the cash drawer will student opinion force the guilty ones to change their ways. At present, with 169 books missing at the end of the winter quarter, some of the guilty ones are frank enough to admit to their friends that they \swiped\ books in order to cover assignments for note books or term papers. And what do these friends do about it? If they disapprove they haven't the courage to say so. Though they would not take books themselves, many self-respecting, honest students condone the dishonesty of their friends. Why not have a revaluation of honesty? A vigilance committee of students with student opinion back of them can accomplish wonders, and such action will be far more to the credit of the school than will the withdrawal of all books from circulation by faculty action.
